The New York State Report Card is an important part of the Board of Regents’ effort to create educational equity and raise learning standards for all students. Knowledge gained from the report card on a school’s or district’s strengths and weaknesses can be used to improve instruction and services to students. The report card provides information to the public on school/district staff, students, and measures of school and district performance as required by the Every Student Succeeds Act (ESSA). Fundamentally, ESSA is about creating a set of interlocking strategies to promote educational equity by providing support to districts and schools as they work to ensure that every student succeeds. New York State is committed to ensuring that all students succeed and thrive in school no matter who they are, where they live, where they go to school, or where they come from.
For information about how 2024-25 accountability statuses and support models were determined, see Understanding the New York State Accountability System under the Every Student Succeeds Act (ESSA) for 2024-25 Accountability Statuses Based on 2023-24 Results.
The link below provides a list of all Local Education Agencies and public schools that received Section 1003 school improvement funds, including the amount of funds each school received and the types of strategies implemented in each school with such funds.
Section 1003 School Improvement Funds Data (74.01 kilobytes)
For information on the use of Title I School Improvement funds, see:
| Subgroup | Status And Support Model | Made Progress |
|---|---|---|
| All Students | Local Support and Improvement | NA |
| White | Local Support and Improvement | NA |
| Students with Disabilities | Local Support and Improvement | NA |
| Economically Disadvantaged | Local Support and Improvement | NA |
| Subgroup | Students Enrolled | Students Chronically Absent | Chronic Absenteeism Rate | Level |
|---|---|---|---|---|
| All Students | 218 | 42 | 19.3% | 3 |
| Asian or Native Hawaiian/Other Pacific Islander | 2 | — | — | — |
| Black or African American | 4 | — | — | — |
| Hispanic or Latino | 4 | — | — | — |
| Multiracial | 2 | — | — | — |
| White | 206 | 39 | 18.9% | 3 |
| Students with Disabilities | 37 | 9 | 24.3% | 3 |
| Economically Disadvantaged | 148 | 34 | 23% | 3 |
| Subgroup | Status And Support Model | Made Progress |
|---|---|---|
| All Students | Local Support and Improvement | NA |
| White | Local Support and Improvement | NA |
| Economically Disadvantaged | Local Support and Improvement | NA |
| Subgroup | Cohort | Number In Cohort | Number Graduated | Grad Rate | Average Grad Rate | Level |
|---|---|---|---|---|---|---|
| All Students | 4-year | 43 | 38 | 88.4% | 91.3% | 2 |
| 5-year | 28 | — | — | |||
| 6-year | 34 | 32 | 94.1% | |||
| Black or African American | 4-year | 2 | — | — | — | — |
| 5-year | 1 | — | — | |||
| 6-year | 3 | — | — | |||
| Hispanic or Latino | 4-year | 0 | — | — | — | — |
| 5-year | 1 | — | — | |||
| 6-year | 0 | — | — | |||
| White | 4-year | 41 | 37 | 90.2% | 91.9% | 2 |
| 5-year | 26 | — | — | |||
| 6-year | 31 | 29 | 93.5% | |||
| Students with Disabilities | 4-year | 8 | — | — | — | — |
| 5-year | 3 | — | — | |||
| 6-year | 4 | — | — | |||
| Economically Disadvantaged | 4-year | 23 | 20 | 87% | 85.7% | 2 |
| 5-year | 15 | 12 | 80% | |||
| 6-year | 20 | 18 | 90% |
| Subgroup | Students Enrolled | Students Chronically Absent | Chronic Absenteeism Rate | Level |
|---|---|---|---|---|
| All Students | 110 | 34 | 30.9% | 2 |
| Asian or Native Hawaiian/Other Pacific Islander | 1 | — | — | — |
| Black or African American | 2 | — | — | — |
| Hispanic or Latino | 1 | — | — | — |
| White | 106 | 34 | 32.1% | 2 |
| Students with Disabilities | 17 | — | — | — |
| Economically Disadvantaged | 67 | 31 | 46.3% | 2 |